Understanding Assessment Materials

If you have a problem that requires the Principal's Nominee, what should you do?

• Email Danielle

• Email Judit

• Email Danielle and Judit

• Submit a PN ticket

The CONTEXT section of the assessment materials...

• Is where you tell the 'story' about why we are doing the assessment.

• Allows you to set the scene for the assessment eg. Who is the audience? What is the purpose?

• Enables you to ensure that the assessment is both engaging and relevant for students.

• All of the above

Which of the following images DO NOT show evidence statements?

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The ASSESSMENT BRIEF section of the assessment materials...

• Should identify and unpack the explanatory notes from the achievement standard.

• Lists the ways that students can present the evidence for the assessment.

• Explains how students will meet the authenticity criteria.

• Must describe the activities students will do in class as part of their assessments.

The ASSESSMENT SPECIFICATIONS of the assessment materials specify HOW students should evidence their assessment. Appropriate modes of evidence should be determined by...

• Conditions of assessment

• Clarrifications

• Achievement standard

• All of the above

The AUTHENTICITY CRITERIA are optional.

• True - teachers can pick which ones apply for their assessment.

• True - students can pick which ones apply for their assessment.

• False - All assessment criteria are mandatory at HPSS to ensure adequate proof of student work.

• False - NZQA species these authenticity criteria to ensure adequate proof of student work.

The purpose of ASSESSMENT CHECKPOINTS for the authenticity criteria are

• To ensure that teachers can see the development of student ideas and work over time

• To make more admin because Danielle is an evil overlord of administrative bureaucracy

• To ensure that students have partial evidence that can be assessed in the case that they miss an exam.

• To break the assessment into more 'markable' bits.

Good ASSESSMENT CHECKPOINTS allows teachers to...

• Identify plagiarism issues early in the assessment process.

• Allows the teacher to see the development of ideas, not just 'more work' complete.

• Chunks parts of large assessments to help students manage the pace.

• All of the above

Each of the images below are a metaphor for the assessment checkpoints in different assessments. Each column represents similar content. Which image has the 'worst' checkpoints.

PS: I know this is a weird as annoying question. Just go with it. It's the discussion that matters 😉

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You can critique your own task.

• True
• False

Answer explanation

Your task must be critiqued by someone else who is a credible verifier.